FACULTY OF APPLIED HEALTH AND COMMUNITY STUDIES

KINESIOLOGY & HEALTH PROMOTION

HEAL35436
Settings for Physical Activity and Health
Assignment 2
Instructors: Kerry Hately

Assignment 2: Settings Case Study.

Written individual assignment (15% of overall mark). Check calendar for due date. Please
upload to SLATE.

Please note:
Assignment 2 and 3 are the same in many ways – except…
 Assignment 2 is an individual assignment and is a written assignment and NO
presentation. It is no more than 2000 words.
 Assignment 3 is a small group assignment with a presentation and class activity
component only.

You cannot repeat assignment settings or interventions for Assignment 2 and 3.

Overview of Assignment 2:

In this course we will study several health promotion settings (workplace, schools, health care
settings etc.) and, in particular, examine these settings using a holistic “Settings”-based
approach to health promotion.

To further the understanding of “real life” health promotion settings and the settings-based
approach the student will be encouraged through a series of assignments to investigate a
variety of settings and settings-based approach health promotion programs/projects. The
student is encouraged to investigate settings at both a global, national and/or regional level
and, although the course specifies physical activity, the student is encouraged to investigate
settings that resonate with them and that encourage overall health, including modifiable risk
factors.

The student will complete one written assignment that is individual (Assignment 2).

Each assignment will investigate a particular setting, and a holistic approach to health
promotion. The assignments are an opportunity for the student to use their investigative and
critical thinking skills to summary and analyze a health promotion setting of their choice.

The Student can use the lectures, WHO(World Health Organization) sites, guest speakers,
Health Promotion Best Practices portal or other academic/professional resources of your
choice.

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Description Assignment 2

Assignment 2 setting is your choice, but you cannot repeat the setting in Assignment 3.

The student will choose a setting (schools, workplace etc.) and within that setting find a
health promotion “intervention” that follows the settings-based approach. Students can find
such interventions online, in their community, or from a referral.

The settings based approach is typically holistic and collaborative in nature, involves many
stakeholders from various sectors (environment, private, health services, municipal etc.)…and
is a process to enhance the health conditions in which people live/work rather than a short
term intervention or campaign.

Having found an “intervention” the student will investigate and discuss the following
information /characteristics.

Introduction (5 marks):

Introduce and briefly describe the setting you have chosen and the specific
“intervention” you are investigating. (1 paragraph)

1. Detailed Description of the Setting and the “Intervention” you have chosen (2x 5 =
10 marks):

A. Overall Setting (e.g. community, post-secondary institutions, military etc.) (5 marks)

 What makes this category of setting (e.g., hospitals) different from (or similar to)
other categories of settings (e.g., schools, workplaces)? Think of the audience the
setting serves, funding mechanisms, goals of the setting, who
controls”/oversees/regulates the setting, stakeholders involved?

 What diversity can be expected within this category of setting (e.g., inner city vs.
suburban or rural schools, large, corporate vs. small, family-run workplaces, etc.)?

 What elements of the physical/built and psychosocial environment of this setting

affect health (access to parks, safe working conditions, cultural norms, socioeconomic
status etc.)? See analytic framework (from Assignment 1) and determinants of health
to guide you.

 How has the setting changed over time?

 What is the current role of health promotion in this setting?

B. Specific settings-based “Intervention” (5 marks)

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Note not all information is available for all interventions – but with most well-established
interventions the information will be accessible with some “digging” online. If not explain to
the reader what information can be found or that information is not available.

 Define the “intervention” you have chosen, describe the goals, objectives and
measurables. Why does it align with the settings-based approach?
 Describe the current status, history and future of the “intervention”.
 Describe the rationale and purpose of the “intervention”.
 Describe the audience, stakeholders, and partners of the “intervention”.
 How is the “intervention” managed?
 How is the “intervention” funded? Is it sustainable? If so why? If not, why not?
 What are the results so far? Has it been effective? If so, why? If not, why not? Include
information formative, process and/or summative where appropriate.

2. Reflection (5 marks):

Summary of your thoughts on the benefits and challenges of this settings based
program/project/” intervention”.

3. Academic nature (5 marks): Includes academic/professional language/word choice,

critical thinking/analysis using literature and best practice etc., AMA/APA formatting
both in text citations and a reference section, and proper grammar and spelling.

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Note: Assignment 2 should be in 11/12 font, Times New Roman, double spaced, and no
more than 2000 words.

Rubric: Assignment 2 15% of overall grade

Assignment 2
Introduction: 5marks 1 mark 2.5 marks 5 marks

Listing of the setting Adequate introduction Excellent description of

and setting based of the setting and the setting and setting
approach setting based approach based approach
No clear description intervention.
Detailed Description: 2 x 5 1 marks 2.5 marks 5 marks
marks = 10 marks
Overall Settings = 5 marks Few key descriptive Adequate but not a full Full description
Intervention = 5 marks points description of setting including most of the
as noted above – or using key points listed detail noted above in
other key information above or other key the description –or
that clearly identifies information that other key information
the Setting or Approach clearly identifies the that clearly identifies
Setting or Approach the Setting and (1/2
marks given)
Summary: 5 marks 1 mark 2.5 marks 5 mark
Includes a poor Include partial Comprehensive
summary of thoughts, information regarding summary of thoughts
strengths or benefit summary of thoughts, strengths and benefits
strengths and benefits

Academic 1 mark 2.5 marks 5 marks

Spelling/References/word
choice: 5 marks
Poor spelling, grammar Acceptable spelling, Critical thinking has
and incomplete grammar and been applied – use of
references, word references, word evidence, best practice
choice choice to help form thoughts,
academic language,
proper spelling,
grammar, references,
word choice
Assignment 2 25

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Introduction

The Toronto District School Board (TDSB) represents one of Canada’s most expansive and diverse
educational systems, serving a substantial student population across Toronto. The “Children and Youth
Mental Health and Well-Being: Years of Action 2013-2017” initiative was a strategic response to the
growing recognition of mental health issues among students. Launched in 2013, this initiative aimed to
integrate mental health support into the educational environment, embodying a settings-based
approach to health promotion. This approach emphasizes holistic, systemic change within a specific
setting—in this case, the school system—rather than isolated, short-term interventions.

The initiative was designed to address mental health challenges by embedding support within the school
system, leveraging collaboration among various stakeholders, and creating a supportive environment for
students. This comprehensive framework was intended to enhance mental health literacy, improve
access to support services, and foster a positive school culture. By integrating mental health practices
into everyday school operations, the initiative sought to create a lasting impact on student well-being.

1. Detailed Description of the Setting and Intervention

A. Overall Setting

Nature of the Setting: TDSB operates within the educational sector, which is distinct from other settings
like healthcare facilities, corporate workplaces, or community organizations. Schools focus on the
educational, social, and emotional development of children and youth, encompassing a wide range of
activities aimed at fostering academic success and personal growth. Unlike healthcare settings that
specialize in medical interventions or workplaces that focus on productivity and employee welfare,
schools are unique in their dual role as educational institutions and supportive environments for
students' overall development.

In this setting, the integration of mental health support is crucial because schools are where children
and adolescents spend a significant portion of their time. This environment influences their academic
performance, social interactions, and emotional well-being. The TDSB’s approach reflects a shift towards
viewing mental health as integral to the educational experience, rather than a separate or secondary
concern.

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Diversity within Setting: The TDSB encompasses a wide range of schools across Toronto, each with its
own demographic profile. Schools in different neighborhoods may face varying challenges and
opportunities based on socioeconomic conditions, cultural diversity, and community resources. For
instance, inner-city schools might contend with higher levels of stress-related issues due to
socioeconomic disparities, while suburban schools might encounter different dynamics related to
community expectations and resources.

This diversity requires a nuanced approach to mental health promotion. Programs and strategies must
be adaptable to meet the varied needs of students from different backgrounds. For example, mental
health resources and interventions need to be culturally sensitive and accessible to students who may
face language barriers or different social challenges. The initiative aimed to address these diverse needs
by implementing strategies that could be tailored to different school contexts and by involving a range
of stakeholders in the planning and execution process.

Environment Impact: The psychosocial environment within schools includes a range of factors that can
impact students' mental health. These factors encompass peer relationships, school climate, teacher-
student interactions, and access to mental health resources. A positive school climate, characterized by
supportive relationships and a sense of safety, can significantly contribute to students' mental well-
being. Conversely, negative factors such as bullying, discrimination, or inadequate support can
exacerbate mental health issues.

The physical environment of schools, including safety, accessibility, and the availability of recreational
spaces, also plays a role. For instance, schools with safe and welcoming environments are better
positioned to support students' mental health. The initiative addressed these elements by promoting a
school culture that values mental health, incorporating supportive practices into the school day, and
ensuring that students had access to necessary resources.

Historical Changes: TDSB’s approach to mental health has evolved over time, reflecting broader trends
in educational and health policy. Historically, mental health support in schools might have been limited
to reactive measures or specific programs targeting crises. The 2013-2017 initiative marked a significant
shift towards a more comprehensive and proactive approach. This evolution included integrating mental
health promotion into the overall school culture and curriculum, rather than treating it as an isolated
issue.

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The historical context of the initiative reveals a growing recognition of the importance of mental health
in educational settings. Previous efforts may have focused on addressing individual cases or providing
targeted interventions. In contrast, the 2013-2017 initiative aimed to create systemic change, ensuring
that mental health support was embedded within the school environment and accessible to all students.

Current Role of Health Promotion: Today, mental health promotion within TDSB is an integral part of the
educational framework. The initiative has contributed to embedding mental health practices into the
curriculum, school policies, and daily routines. Schools are now more focused on creating supportive
environments that address mental health needs proactively. This includes integrating mental health
education into lesson plans, providing training for staff, and fostering a school culture that prioritizes
well-being.

The role of health promotion has expanded beyond traditional boundaries, emphasizing the need for a
comprehensive approach that addresses both prevention and intervention. By integrating mental health
support into the educational environment, TDSB aims to create a more holistic approach to student
well-being, ensuring that mental health is considered alongside academic and social development.

B. Specific Settings-Based Intervention

Define the Intervention: The "Children and Youth Mental Health and Well-Being: Years of Action 2013-
2017" initiative was a multi-faceted program designed to enhance mental health support within TDSB
schools. The initiative aimed to increase mental health literacy among students and staff, improve
access to support services, and foster a positive and inclusive school culture. Key goals included the
development and implementation of evidence-based practices, the provision of training for school staff,
and the engagement of parents and community partners in mental health promotion.

The intervention aligned with the settings-based approach by integrating mental health promotion
within the existing educational framework. This approach involved systemic changes that impacted the
entire school environment, rather than focusing on isolated programs or short-term campaigns. By
embedding mental health practices into the school system, the initiative aimed to create a sustainable
and comprehensive approach to student well-being.

Status and History: The initiative was launched in 2013 as part of TDSB’s strategic plan to address mental
health issues in a structured and systematic manner. Over the four-year period, the initiative involved

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various activities, including the development of new mental health programs, the integration of mental
health practices into the curriculum, and the establishment of partnerships with external mental health
professionals and community organizations.

The initiative’s status evolved throughout its implementation, with ongoing evaluations and adjustments
based on feedback and emerging needs. The history of the initiative reflects a commitment to creating a
lasting impact on mental health support within TDSB schools. By the end of the initiative in 2017, the
focus was on ensuring that mental health practices were embedded within the routine operations of the
school board, with a framework in place for ongoing support and development.

Rationale and Purpose: The rationale behind the initiative was to address the increasing prevalence of
mental health issues among students and to provide a structured approach to support their well-being.
The purpose was to create a comprehensive framework that integrated mental health promotion within
the school system, aiming to reduce stigma, increase awareness, and improve access to support
services.

The initiative was designed to address both the immediate and long-term needs of students. By
embedding mental health practices into the educational environment, the initiative sought to create a
proactive approach to mental health, focusing on prevention, early intervention, and support. The
purpose was to ensure that mental health was recognized as a critical component of the overall
educational experience, contributing to students' academic, social, and emotional development.

Audience, Stakeholders, and Partners: The primary audience for the initiative included TDSB students,
staff, and parents. The intervention involved a wide range of stakeholders, including school
administrators, teachers, mental health professionals, community organizations, and local health
services. These stakeholders played a crucial role in the planning, implementation, and evaluation of the
initiative.

Partners involved in the initiative provided expertise, resources, and support, contributing to the overall
success of the program. Collaboration with community organizations and mental health professionals
ensured that the initiative was comprehensive and aligned with best practices in mental health
promotion. Engaging these stakeholders was essential for creating a supportive and effective framework
for mental health within TDSB schools.

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Management: The initiative was managed by a dedicated team within TDSB, including mental health
professionals, educational leaders, and administrative staff. This team was responsible for overseeing
the implementation of various strategies, coordinating with stakeholders, and monitoring progress. The
management approach involved regular evaluations, feedback mechanisms, and adjustments based on
emerging needs and challenges.

The management structure was designed to ensure that the initiative was effectively implemented and
that its goals were achieved. This included overseeing the development of new programs, providing
training for staff, and ensuring that mental health practices were integrated into the school
environment. The management team also played a key role in addressing challenges and ensuring that
the initiative remained aligned with its objectives.

Funding and Sustainability: Funding for the initiative was sourced from a combination of government
grants, school board resources, and community partnerships. This multi-source funding approach
provided the financial support needed to implement and sustain the initiative. The focus on
sustainability was integral to the initiative’s design, aiming to embed mental health practices within the
school system to ensure long-term impact.

Sustainability was addressed by integrating mental health promotion into the routine operations of
schools and building capacity among staff. The initiative sought to create lasting improvements in school
culture and student support, ensuring that mental health practices continued to be a priority beyond the
intervention period. By embedding these practices into daily routines and school policies, the initiative
aimed to create a sustainable framework for mental health support.

Results: Evaluations of the initiative indicated several positive outcomes. These included increased
mental health awareness among students and staff, improved access to mental health services, and
enhanced overall school climate. Formative evaluations provided insights into the implementation
process, while process evaluations assessed the effectiveness of specific strategies.

Summative evaluations measured the overall impact of the initiative, demonstrating its success in
achieving many of its goals.

However, challenges remained, including the need for continued focus on addressing diverse student
needs and securing ongoing support. The results highlighted both the successes and areas for

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improvement, providing valuable lessons for future mental health initiatives. The evaluations
underscored the importance of ongoing assessment and adaptation to ensure that mental health
support remains effective and relevant.

2. Reflection

Benefits: The “Children and Youth Mental Health and Well-Being” initiative provided several significant
benefits. It effectively increased mental health literacy among students and staff, helping to create a
more supportive and inclusive school environment. The initiative fostered collaboration among various
stakeholders, including educators, parents, and community partners, enhancing the overall support
network for students. By integrating mental health promotion into the school system, the initiative
contributed to a more proactive and comprehensive approach to addressing mental health issues.

The benefits of the initiative were evident in the improved awareness and understanding of mental
health among students and staff. The integration of mental health practices into the curriculum and
school policies helped to create a supportive environment that prioritized student well-being. The
collaboration with community organizations and mental health professionals provided additional
resources and support, contributing to the overall success of the initiative.

Challenges: Despite its successes, the initiative faced several challenges. Ensuring consistent
implementation across diverse schools was a significant challenge, as different schools had varying levels
of resources and needs. Addressing the diverse mental health needs of students required ongoing
adaptation and flexibility. The challenge of securing long-term funding and maintaining stakeholder
engagement was crucial for sustaining the initiative’s impact.

The challenges highlighted the need for continuous evaluation and adjustment to ensure that mental
health support remains effective and relevant. The initiative’s experience underscored the importance
of addressing diverse needs, securing ongoing support, and adapting strategies based on feedback and
emerging needs.

3. Academic Nature

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Language and Analysis: The analysis of the TDSB mental health initiative employs academic and
professional language, incorporating relevant literature on mental health promotion and best practices
in educational settings. The discussion critically examines the initiative’s effectiveness, drawing on
evidence from evaluations and research to support conclusions. The analysis considers both the
strengths and limitations of the intervention, providing a comprehensive overview of its impact and
areas for improvement.

The academic nature of the assignment is reflected in the use of evidence-based analysis and critical
thinking. The discussion includes references to relevant literature and best practices, ensuring that the
analysis is grounded in current research and professional standards. The analysis provides a balanced
view of the initiative, highlighting both its successes and challenges.

Formatting and Proofreading: The response adheres to APA formatting standards for citations and
references, ensuring proper academic presentation. The paper is meticulously proofread for
grammatical accuracy and clarity, providing a coherent and well-supported analysis of the TDSB mental
health initiative. Attention to detail in formatting and proofreading ensures that the assignment meets
academic standards and effectively communicates its findings.

The academic rigor of the assignment is evident in the careful attention to formatting, citation, and
proofreading. The use of APA standards ensures that the paper is presented professionally and meets
the requirements for academic writing. The proofreading process contributes to the overall clarity and
coherence of the analysis, ensuring that the assignment is well-organized and effectively communicates
its conclusions.

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